Parent-child interactions and word learning in young deaf children with cochlear implants

植入人工耳蜗的聋哑儿童的亲子互动和单词学习

• 批准号: 10320004
• 负责人: Oliver Franz Adunka
• 金额: $ 62.61万
• 依托单位: OHIO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-01-01 至 2022-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10320004
• 关键词: 5 year old; Accounting; Affect; Age; Association Learning; Attention; Auditory; Auditory Perception; Behavior; Child; Child Behavior; Childhood; Chronology; Cochlear Implants; Cochlear implant procedure; Collaborations; Data; Development; Event; Eye; Face; Feedback; Foundations; Hand; Head; Intervention Studies; Joints; Knowledge; Language; Language Development; Lead; Learning; Link; Matched Group; Measures; Mediating; Methods; Movement; Names; Parent-Child Relations; Parents; Participant; Pathway interactions; Play; Property; Research; Resolution; Risk Factors; Role; Social Interaction; Speech Perception; System; Testing; Time; Work; auditory processing; base; cognitive disability; congenital deafness; data streams; deaf; experience; gaze; implantation; infancy; insight; language outcome; learning outcome; multimodality; normal hearing; novel; peer; programs; sensory input; social; social structure; sound; word learning

Project Summary/Abstract Severe-to-profound hearing loss during infancy is a risk factor for poor spoken language development, even after early cochlear implantation. A key to acquiring spoken language is developing the ability to learn associations between words and their referents (i.e., novel word learning). Many young children with cochlear implants (CIs) struggle to learn novel words and those who do tend to have poor language outcomes. We know that successful word learning in normal-hearing, typically developing children depends in large part on the real-time quantitative and qualitative properties of parent-child social interactions, such as the synchrony between when parents name objects and children’s attention to those objects. Our central hypothesis is that the atypical auditory experiences of CI users influence naming synchrony, affecting word-learning opportunities and language outcomes. This proposed project is built upon an already established collaboration between MPI Chen Yu, who has developed a multi-method, multi-modal approach involving high-resolution data of eye, head, and hand movements to characterize the micro-structure of social coordination, and MPI Derek Houston, who has investigated speech perception and novel word learning in children with cochlear implants for over 18 years. We will collect multiple streams of data from both parents and children as they play with each other and as parents spontaneously name novel objects, and investigate the role of congenital deafness and subsequent cochlear implantation on the quantity and quality of naming synchrony and explore potential micro- and macro- level mechanisms that may account for differences in naming synchrony between dyads with NH children and those with children who use CIs (Aim 1). We will also determine and the effects of naming synchrony on word learning in CI users and NH children (Aim 2). Finally, the proposed project will assess language outcomes six months later and determine the extent to which differences in naming synchrony predict language outcomes after accounting for concurrent auditory processing and language abilities (Aim 3). To our knowledge, this is the first effort to investigate real-time micro-level properties of social interactions in children with CIs, which will lead to new insights into real-time parent-child interactions and language outcomes after implantation, and will potentially lead to new hypotheses for intervention studies involving precise feedback on parent-child coordination.

项目摘要/摘要 婴儿期严重到基础的听力损失是口语发展差的危险因素，甚至 早期人工耳蜗植入后。获取口语的关键是发展学习能力 单词及其指南之间的关联（即新颖的单词学习）。许多年幼的人耳蜗 植入物（顺式）难以学习新颖的单词，而那些确实倾向于语言结果差的人。我们 知道在正常听力中成功学习的单词学习通常在很大程度上取决于 亲子社交互动的实时定量和定性特性，例如同步 在父母命名对象和孩子注意这些物体之间的关注之间。我们的中心假设是 CI使用者的非典型听觉经历会影响命名同步，影响了学习机会 和语言结果。这个拟议的项目建立在MPI之间已经建立的合作之上 Chen Yu开发了一种涉及高分辨率数据的多方法，多模式的方法 头部和手势以表征社会协调的微观结构，而MPI Derek Houston， 谁调查了人工耳蜗的儿童的言语感知和新颖的单词学习超过18岁 年。我们将从父母和孩子互相玩耍时收集多个数据流， 作为父母赞助的新物体，并研究先天性死亡的作用和随后的序列 对命名同步的数量和质量的人工耳蜗植入并探索潜在的微观和宏观 可能解释与NH儿童二元组命名同步差异的水平机制 那些使用CIS的孩子（AIM 1）。我们还将确定命名同步对单词的影响 在CI用户和NH儿童中学习（AIM 2）。最后，拟议的项目将评估六个语言成果 几个月后，并确定命名同步的差异预测语言结果的程度 在考虑并发的听觉处理和语言能力之后（AIM 3）。据我们所知，这是 研究CIS儿童的社交互动实时微观属性的第一个努力，这将 导致对植入后实时亲子互动和语言结果的新见解，并将 有可能导致新的假设用于干预研究，涉及父母的精确反馈 协调。